Academic self-efficacy, student perceptions, speaking skills, English language learning, qualitative study.
Abstract
This study explores students’ perceptions of academic self-efficacy in developing English speaking skills among junior high school students. Using a qualitative descriptive method, the research involved two purposively selected eighth-grade students at SMP Negeri 9 Cirebon, each exhibiting different confidence levels in speaking English. Data were collected through classroom observation, semi-structured interviews, and a speaking test. Findings revealed that students with higher self-efficacy demonstrated greater motivation, confidence, and persistence in speaking activities, whereas those with lower self-efficacy showed anxiety and hesitation. Internal factors such as prior success and emotional regulation, along with external factors such as teacher feedback and peer support, were found to strongly influence students’ self-efficacy. The study concludes that building a supportive classroom atmosphere and integrating confidence-building activities into teaching can significantly enhance students’ speaking competence.
